1. Encuentro Hispano-Francés de Realidad Virtual Laboratorio Decoroso Crespo (LDC) Universidad Politécnica de Madrid (UPM) Angélica de Antonio

2. Summary  Who we are? What are our experience and research history?  What are our current research lines?

3. Who we are?  UPM: The largest and oldest Spanish university specialized in Engineering degrees.  LDC: More than 20 years of experience in the application of new information technologies to education and training  10 years in VR/VE  Strong background in: Artificial Intelligence Software Engineering Software Agents Educational principles

4. Non VR-related projects in Education and Training  Software architectures for Intelligent Tutoring Systems: MAPI - Cooperative Agents Model for Instructional Planning in Intelligent Tutoring Systems  Authoring Toolkits for ITS Development: PHASE - Authoring Tool for Intelligent Tutoring Systems EDJE - Development Environment for Educational Simulation Games  Applications: MEHIDA – Multimedia ITS for teaching communication skills to deaf children ESCA – Case-based learning of new regulations and their application on the job - bank employees

5. Research Interests in VR  Applications VR/VE for Education and Training VR/VE for Design and Testing of human interventions VR/VE for Entertainment  Technology: Virtual Humans  Visual and Auditory Perception  Semantic Knowledge about the environment  Models of Cognition, Emotion and Personality Architectures for distributed multi-user environments and reusable VR/VE components  Development Methodology (SENDA)

6. TRAFFIC – Simulation of riding a bicycle in the streets to learn traffic norms PRVIR - Virtual Reality Technology applied to training in Radiological Protection in NPPs VIRMAN - Virtual Models for Training in Maintenance Operations in NPPs (procedural training) Training in the use of a washing machine VR-related projects applied to Education and Training

7. Other VR-related projects  Applications in Entertainment: AMUSEMENT - An International Virtual Space for Individual and Collective Presence and Interaction  Interaction techniques  Semi-autonomous avatars with personality and emotions  Alternative communication channels (non- verbal, “virtual”)

8. Other VR-related projects  Applications for Design and Evaluation of human intervention processes: VRIMOR - Virtual Reality for Inspection, Maintenance, Operation and Repair of Nuclear Power Plants  Issues in the generation of material for training (automatic positioning of virtual cameras,…)  Usability in the manipulation of virtual mannequins SIMU2 – Dose Uptake Simulation for Planning Maintenance Interventions in Radioactive Environments

9. Summary  Who we are? What are our experience and research history?  What are our current research lines?

10. Envira  Funded by MEC (2006-2009), with UMA and UCM  Focal areas: the development of pedagogical virtual agents that assist the student in their learning process, the study of the most effective interaction mechanisms for each type of application

11. Envira  UPM’s goals: Adaptation of the MAEVIF architecture and platform to make it more extensible Development Platform composed of a set of adaptable and configurable software agents Making the Virtual Tutor more intelligent and believable

12. Envira  UPM’s main contributions: An embodied Virtual Tutor  With perceptual capabilities (sight and audition)  With cognition based on the COGNITIVA Cognitive-Emotional Architecture for Intelligent Virtual Agents  With an attention model Other virtual humans to play auxiliary roles in the VEs  Member of a collaborative team (team roles and collaborative skills) Student Modelling based on ontologies, and with non-monotonic cognitive and pedagogical diagnosis

13. Envira  UPM’s main contributions: A Planning System, allowing the virtual tutor to dynamically calculate solutions to any proposed situation in the virtual environment and to respond intelligently to unexpected actions of the student  Based on JSHOP2 hierarchical planner A Semantic Model of the virtual environment, based on ontologies, allowing the tutor to make advanced inferences Advanced Tutoring Strategies  Application of Scaffolding Techniques  Pro-active assistance

14. Envira  UPM’s main contributions: An adaptable and reusable Interaction Component, allowing the use of different interaction devices and metaphors A Publish-Subscribe Architecture for the interconnection of Graphical and Interaction Subsystems (GIS) and the Intelligent Tutoring Subsystem (ITS).

15. Contact  Laboratorio Decoroso Crespo Universidad Politécnica de Madrid Facultad de Informática Campus de Montegancedo, s/n 28660 Madrid (Spain) Phone: (+34) 913 367 368 Fax: (+34) 913 366 917 ldc@bermudas.ls.fi.upm.es  Angélica de Antonio Jiménez angelica@fi.upm.es